Social Justice and Music Technology in Education

2015 ◽  
pp. 472-486
Author(s):  
Paul Louth
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Technology Use ◽  
Music Technology ◽  
Ethical Responsibility ◽  
Technology In Education ◽  
Mediating Effects ◽  
Musical Meaning

This chapter argues that educators have an ethical responsibility to be aware of the mediating effects of technologies, and that although technology in music education may either further the cause of social justice or hinder it, the latter will more likely occur when these mediating effects are left unexamined or assumed nonexistent. Following a brief introduction outlining this idea, the discussion is divided into two parts illustrating different sets of possible outcomes of mediation. First, the conditions under which technological instruction might either lead to a sense of empowerment or inculcate students into a consumerist mentality are examined. Second, the issue of whether technological instruction may indirectly cause musical meaning(s) to either become better contextualized or de-politicized is addressed. The chapter concludes that de-skilling, de-contextualizing, and consumerism, as potential impediments to social justice, are best countered by examining and drawing students’ attention to the mediating effects of technology use.

Music First and Last

2015 ◽  
pp. 486-500
Author(s):  
Jonathan Savage
Keyword(s):  
Social Justice ◽  
United Kingdom ◽  
Music Education ◽  
Music Technology ◽  
The United Kingdom ◽  
Key Characteristics ◽  
Social Backgrounds

This chapter explores issues of social justice in music education with technology in two key settings. The first of these relates to the provision of examinations in music and music technology within the United Kingdom. The second recounts a project conducted in Manchester, northwest England, that drew together two groups of students from very different musical and social backgrounds. These settings illustrate and highlight a number of issues relating to themes of social justice, technology, and music education. An alternative, more socially just, vision of music education with technology is envisaged, with key characteristics drawn from the work of other theorists, practitioners, and the research.

scholarly journals Linking musical metaphors and emotions evoked by the sound of classical music

2021 ◽  
pp. 030573562199123
Author(s):  
Simon Schaerlaeken ◽  
Donald Glowinski ◽  
Didier Grandjean
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Empirical Method ◽  
Mixed Effects Models ◽  
Musical Meaning ◽  
Linear Mixed Effects ◽  
Generalized Linear Mixed Effects ◽  
Perceptual Characteristics ◽  
Valence And Arousal ◽  
Western Classical Music

Musical meaning is often described in terms of emotions and metaphors. While many theories encapsulate one or the other, very little empirical data is available to test a possible link between the two. In this article, we examined the metaphorical and emotional contents of Western classical music using the answers of 162 participants. We calculated generalized linear mixed-effects models, correlations, and multidimensional scaling to connect emotions and metaphors. It resulted in each metaphor being associated with different specific emotions, subjective levels of entrainment, and acoustic and perceptual characteristics. How these constructs relate to one another could be based on the embodied knowledge and the perception of movement in space. For instance, metaphors that rely on movement are related to emotions associated with movement. In addition, measures in this study could also be represented by underlying dimensions such as valence and arousal. Musical writing and music education could benefit greatly from these results. Finally, we suggest that music researchers consider musical metaphors in their work as we provide an empirical method for it.

John Philip Sousa’s Historic Resistance to Technology in Music Learning

2021 ◽  
pp. 153660062110339
Author(s):  
Matthew D. Thibeault
Keyword(s):  
Music Education ◽  
Music Technology ◽  
Digital Music ◽  
Washington Dc ◽  
Music Learning ◽  
Sound Recordings ◽  
Us Congress ◽  
The Us

In this article, I explore John Philip Sousa’s historic resistance to music technology and his belief that sound recordings would negatively impact music education and musical amateurism. I review Sousa’s primary arguments from two 1906 essays and his testimony to the US Congress from the same year, based on the fundamental premise that machines themselves sing or perform, severing the connection between live listener and performer and thus rendering recordings a poor substitute for real music. Sousa coined the phrase “canned music,” and I track engagement with this phrase among the hundreds of newspapers and magazines focused on Sousa’s resistance. To better understand the construction of Sousa’s beliefs, I then review how his rich musical upbringing around the US Marine Band and the theaters of Washington DC lead to his conception of music as a dramatic ritual. And I examine the curious coda of Sousa’s life, during which he recanted his beliefs and conducted his band for radio, finding that in fact these experiences reinforced Sousa’s worries. The discussion considers how Sousa’s ideas can help us better to examine the contemporary shift to digital music by combining Sousa’s ideas with those of Sherry Turkle.

scholarly journals Technology in Music Education in England and across Europe

2017 ◽  
pp. 30-48
Author(s):  
Marina Gall
Keyword(s):  
Music Education ◽  
Secondary Students ◽  
English Education ◽  
Traditional Music ◽  
Music Educators ◽  
Music Technology ◽  
Primary School Children ◽  
Information Communications Technology ◽  
Wide Range ◽  
Technological Developments

In this chapter, adopting an autobiographical perspective, I reflect upon the use of music technology within English school classrooms during the last 50 years. The chapter illustrates that this has become so important—particularly for creative work—that formal music technology examination syllabi for older students now exist alongside courses that focus on “traditional” music skills. The chapter also discusses the less positive position of information communications technology within the music curricula for primary school children and secondary students aged 11–14, and offers thoughts on the future of music technology within the English education system. As a backdrop to the discussion the chapter presents a short reflection on music technological developments in society during the twentieth and twenty-first centuries. The chapter also includes the perspectives of music educators from a wide range of European countries, during the period 2008–2011, on the position of music technology within their own educational contexts.

scholarly journals The implementation of virtual choir recordings during distance learning

2020 ◽  
Vol 15 (5) ◽  
pp. 1117-1127
Author(s):  
Hakki Cengiz Eren ◽  
Emine Kıvanç Öztuğ
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Music Education ◽  
Real Life ◽  
Music Technology ◽  
Sound Recording ◽  
Student Opinions ◽  
Future Potential ◽  
Education Tool ◽  
Question Survey

This study investigates the implementation of virtual choir recordings in a choir class during distance learning. In this particular study, a virtual choir is defined to be a computer-generated sound recording that emulates a realistic choir sound. Students practiced their parts using virtual choir recordings for a period of eight weeks; each student received a recording that excluded his/her own part but included the rest of the parts. After eight weeks of progressive study, students recorded their own voices on top of the virtual choir recordings and submitted them as final projects. Student opinions regarding the virtual choir recordings were obtained through a 12-question survey. In addition, two experts evaluated the final submissions turned in by the students. The data suggests that virtual choir recordings can be helpful to students with efficiency of practice and can provide a suitable audio environment to foster conscious-listening, accurate intonation and perception of pacing. Improvements are suggested to make the virtual choir recordings also more encouraging of musicality, highlighting its future potential not only as a reliable distance education tool, but also as a supplementary device for real-life choir classes, when in-person learning resumes.   Keywords: music education, distance learning, choir, virtual choir, music technology

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

21st Century Educational Leadership

2017 ◽  
pp. 313-332
Author(s):  
Edward E. Leonard
Keyword(s):  
Social Justice ◽  
21St Century ◽  
Interpersonal Skills ◽  
Educational Leaders ◽  
Instructional Delivery ◽  
Technology In Education ◽  
Modern Life ◽  
Managing Change ◽  
The World ◽  
Knowledge Communication

The future awaits and is a virtual unknown except for what can be predicted based on what is now known and speculation about potential changes based on that knowledge. This chapter puts forth predictions about major issues educational leaders may face as the 21st century unfolds. Those issues include: the rapidly burgeoning and ever expanding inclusion of technology in education and modern life; balancing the demands of various educational constituencies, the imperatives concomitant with managing soft interpersonal skills; dealing with diversity and plurality; giving credence to equity and social justice; developing and incorporating new modes of instruction and instructional delivery; defining and incorporating new basic skills; globalization of knowledge, communication and education; and managing change. The 21st century will be about educating individuals and the world as a whole. Educational leaders who grasp that concept and act on it will succeed.

A Threefold Framework for Relating to Innovations and Technology in Education

2010 ◽  
pp. 23-33 ◽  
Author(s):  
Samuel Edelbring
Keyword(s):  
Technology Integration ◽  
Computer Technology ◽  
Technology Use ◽  
Interprofessional Education ◽  
Cultural Practices ◽  
Innovative Technology ◽  
Educational Practices ◽  
Technology In Education ◽  
Starting Point ◽  
Learning With Technology

In recent years computer technology has developed quickly as have cultural practices in society. However, educational practices with technology have not yet reached the point where educators and learners benefit optimally from innovative technology. In interprofessional education (IPE) there are examples of technology use that forms an integral part of education. To improve IPE there is a need for reflection on how today and tomorrow’s technology can contribute. As technology and its practices melt together this reflection is however, not easily done. A framework intended as a starting point for such reflection is presented in the following chapter which involves learning from, with and about technology. To assess the benefit of technology for learning we need research on technology integration, on outcomes from learning with technology as well as processes of learning in conjunction with technology. This research has to use different perspectives involving various scientific traditions.

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